Expriment 1 - Introduction and Review of Literature

Practical File Semester 5
Submitted as a partial fulfilment for the Degree

of
B.A. (Hons.)- Applied Psychology
Submitted By: Supervisor:

Name- Mansi Agarwal Name: Dr. Zuby Hasan
Prog- B.A.(Hons.)App. Psyc. Designation: Assistant Professor
Enrolment- A1506919070
AMITY INSTITUTE OF PSYCHOLOGY AND ALLIED SCIENCES

Amity University Uttar Pradesh, Noida
2016
Experiment 1- Social Intelligence
Aim
To assess the level of social intelligence using the social intelligence scale on the subject
Introduction
APA defines ‘Intelligence’ as – “Intelligence refers to intellectual functioning. Intelligence
quotients, or IQ tests, compare your performance with other people your age who take the same
test. These tests don’t measure all kinds of intelligence, however. For example, such tests can’t
identify differences in social intelligence, the expertise people bring to their interactions with
others. There are also generational differences in the population as a whole. Better nutrition,
more education and other factors have resulted in IQ improvements for each generation.”
A Brief History of Intelligence
The study of human intelligence dates back to the late 1800s when Sir Francis Galton (the
cousin of Charles Darwin) became one of the first people to study intelligence. Galton was
interested in the concept of a gifted individual, so he created a lab to measure reaction times
and other physical characteristics to test his hypothesis that intelligence is a general mental
ability that is a produce of biological evolution. Galton theorized that because quickness and
other physical attributes were evolutionarily advantageous, they would also provide a good
indication of general mental ability (Jensen, 1982). Thus, Galton operationalized intelligence
as reaction time. Operationalization is an important process in research that involves defining
an unmeasurable phenomenon (such as intelligence) in measurable terms (such as reaction
time), allowing the concept to be studied empirically (Crowthre-Heyck, 2005). Galton’s study
of intelligence in the laboratory setting and his theorization of the heritability of intelligence
paved the way for decades of future research and debate in this field.
Theories of Intelligence
Different researchers have proposed a variety of theories to explain the nature of intelligence.
Here are some of the major theories of intelligence that have emerged during the last 100 years.
• General Intelligence - British psychologist Charles Spearman (1863–1945) described a
concept he referred to as general intelligence or the g factor. He concluded that
intelligence is a general cognitive ability that can be measured and numerically
expressed.
• Primary Mental Abilities -Psychologist Louis L.Thurstone (1887–1955) offered a
differing theory of intelligence. Instead of viewing intelligence as a single, general
ability, Thurstone's theory focused on seven different primary mental abilities:
Associative memory, Numerical ability, Perceptual speed, Reasoning, Spatial
visualization, Verbal comprehension, Word fluency
• Theory of Multiple Intelligences- Howard Gardner's theory of multiple intelligences.
Gardner proposed that the traditional idea of intelligence, based on IQ testing, did not
fully and accurately depict a person's abilities. His theory proposed eight different
intelligences based on skills and abilities that are valued in different cultures: Bodily-
kinaesthetic intelligence, Interpersonal intelligence, Intrapersonal intelligence, Logical-
mathematical intelligence, Musical intelligence, Naturalistic intelligence, Verbal-
linguistic intelligence, Visual-spatial intelligence
• Triarchic Theory of Intelligence - Psychologist Robert Sternberg defined intelligence
as "mental activity directed toward purposive adaptation to, selection, and shaping of
real-world environments relevant to one's life." While he agreed with Gardner that
intelligence is much broader than a single, general ability, he suggested that some of
Gardner's types of intelligence are better viewed as individual talents. Sternberg
proposed what he referred to as "successful intelligence," which involves three different
factors: Analytical intelligence, Creative intelligence, Practical intelligence.
What is Social Intelligence?
Social intelligence refers to a person’s ability to understand and manage interpersonal
relationships. It is distinct from a person’s IQ or “book smarts.” It includes an individual’s
ability to understand, and act on, the feelings, thoughts, and behaviours of other people. This
type of intelligence can take place “in the moment” of face-to-face conversations but also
appears during times of deliberate thinking. It involves emotional intelligence and self-
awareness. Examples of social intelligence include knowing when to talk or listen, what to say,
and what to do. Timing is a big part of social intelligence. For example, someone who is
imperceptive, may tell a funny joke – but at the wrong time, or not show enough interest when
meeting someone new.
What are the key elements of social intelligence?
1. Verbal Fluency and Conversational Skills. You can easily spot someone with lots of SI
at a party or social gathering because he or she knows how to “work the room.” The
highly socially intelligent person can carry on conversations with a wide variety of
people, and is tactful and appropriate in what is said. Combined, these represent what
are called “social expressiveness skills.”
2. Knowledge of Social Roles, Rules, and Scripts. Socially intelligent individuals learn
how to play various social roles. They are also well versed in the informal rules, or
“norms,” that govern social interaction. In other words, they “know how to play the
game” of social interaction. As a result, they come off as socially sophisticated
and wise.
3. Effective Listening Skills. Socially intelligent persons are great listeners. As a result,
others come away from an interaction with an SI person feeling as if they had a good
“connection” with him or her.
4. Understanding What Makes Other People Tick. Great people watchers, individuals high
in social intelligence attune themselves to what others are saying, and how they are
behaving, in order to try to “read” what the other person is thinking or feeling.
Understanding emotions is part of Emotional Intelligence, and Social Intelligence and
Emotional Intelligence are correlated — people who are especially skilled are high on
both.
5. Role Playing and Social Self-Efficacy. The socially intelligent person knows how to
play different social roles — allowing him or her to feel comfortable with all types of
people. As a result, the SI individual feels socially self-confident and effective — what
psychologists call “social self-efficacy.”
6. Impression Management Skills. Persons with SI are concerned with the impression they
are making on others. They engage in what I call the “Dangerous Art of Impression
Management,” which is a delicate balance between managing and controlling the image
you portray to others and being reasonably “authentic” and letting others see the true
self. This is perhaps the most complex element of social intelligence.
Review of Literature
(Mohamed, 2021 ), The purpose of this study is to examine the direct impact of social
intelligence and collective self- efficacy on two components of service providers’ performance:
extra-role performance and intra-role one. The study also investigates the indirect effect of
social intelligence on service providers’ performance and its components via the mediating role
of collective self-efficacy. This study was undertaken to develop a conceptual framework that
integrates social intelligence, collective self-efficacy and service provider’s performance
constructs in one framework. Data was collected from 220 physicians in the Egyptian
governmental hospitals. Confirmatory factor analysis explored the latent structure of the
research constructs. The current study used structural equation modelling to test the research
model hypotheses. The study finds that social intelligence was positively associated with
service providers’ performance. The results also support the significant effect of social
intelligence on the two main dimensions of service provider’s performance: extra-role
(contextual) performance and intra-role (task) performance. Moreover, the results indicate that
social intelligence competences provide a basis for collective self-efficacy and service
providers’ performance for physicians in the Egyptian governmental hospitals.
(Job, Kisrch, Inard, Arnold, & Auravy, 2021)Individuals differ both in spatial and social
perspective-taking, yet the links between the two are not well understood. Individuals differ in
the spatial perspective they naturally adopt, but also in their ability to change perspectives. The
present study investigated whether individual differences in spatial perspective-taking are
related to social intelligence and adult attachment style. Spatial perspective-taking was
measured using a graphesthesia task, in which ambiguous tactile symbols can be interpreted
from different spatial perspectives. The task identified the spatial perspective individuals
spontaneously adopted, then assessed the ability to change between natural and unnatural
perspectives. Participants demonstrated a cost of switching to an unnatural perspective and a
benefit of returning to their natural perspective. A greater cost of switching to an unnatural
perspective was associated with lower anxious attachment. A stronger benefit of returning to
one's natural perspective was associated with higher social intelligence. These findings suggest
that a strong grounding in one's natural spatial perspective is associated with lower
interpersonal anxiety and higher social intelligence. Building on these results, future studies
should further investigate causal relationships between social and spatial perspective-taking.
(Makmee & Chiv, 2021)This research aimed to develop and examine social intelligence
indicators. Survey research was design. The sample group in quantitative research was 600
students from tertiary students in Thailand, was selected by simple random sampling. The
instrument used for data collection were questionnaires and interview form. Data were analysed
using confirmatory factor analysis. The results showed that the social intelligence of tertiary
students in university of Thailand, contained 8 aspects: 1) interpersonal relation 2) problem
solving 3) impulse control 4) social responsibility 5) stress tolerance 6) resilience 7) reality test
and 8) empathy, respectively.
Description of the test:
In this experiment the social intelligence was measured using the social intelligence scale
prepared by N.K. Chadha and Usha Ganeshan (1986) was used. The dimensions included in
the test are:
• Patience (08 items)
• Cooperativeness (11 items)
• Confidence level (08 items)
• Sensitivity (09 items)
• Recognition of social environment (03 items)
• Tactfulness (07 items)
• Sense of humour (08 items)
• Memory (12 items)
Reliability of the test:
Test-retest reliability coefficients for various dimensions of this scale is:
Patience 0.94
Cooperativeness 0.91
Confidence 0.90
Sensitivity 0.92
Recognition of social environment 0.95
Tactfulness 0.84
Sense of humour 0.92
Memory 0.97
Split half reliability coefficients for various dimensions of this scale are:
Patience 0.93
Confidence 0.89
Sensitivity 0.90
Tactfulness 0.91
Memory 0.96
Validity of the test:

Patience 0.82
Confidence 0.86
Sensitivity 0.75
Tactfulness 0.75
Memory 0.94
Methodology:
Subject Preliminaries:
Name: ABC
Age: 24
Gender: Male
Educational qualification: B-tech (IT)
Occupation: Software Developer
Materials required: N.K. Chadha and Usha Ganesan social intelligence scale.
Rapport formation: Since I knew the subject really well therefore the rapport formation was
kind of easy for me. We had met after a long time so talked the things going on in our lives.
We talked about some lately released OTT shows and movies. We both are cricket lovers so
we talked about the ongoing India vs Sri Lanka bilateral series. The rapport formation went
on for around 30 minutes.
Instructions: This questionnaire will help us in assessing your (participant’s) level of social
intelligence. You will be required to fill the N.K. Chadha and Usha Ganesan social
intelligence questionnaire honestly and sincerely. There is no time limit. At the end your
scores will be calculated that will help us in determining the level of your social intelligence.
Your responses will be kept confidential.
Administration: The test was administered in-person with the subject. The subject was
informed there wasn’t any time limit to complete the questionnaire although he was asked to
fill it within minimum possible time.
Introspective report: I enjoyed being a part of this experiment. It was quite an insightful
experience. The instructor was really cooperative and helped me a lot throughout the process.
Observational report: The experiment was conducted smoothly. Rapport was formed
successfully. The participant filled the questionnaire quiet sincerely. He was happy to know
his level of social intelligence.
Scoring:
Table Number 4:
DIMENSIONS RAW PERCENTILES INTERPRETATIONS
SCORES
Patience 18 43 Average
Cooperativeness 25 50 Average
Confidence 21 75 High
Sensitivity 16 17 Very low
Recognition of social 2 59 Average
environment
Tactfulness 4 35 Low
Sense of humour 5 54 Average
Memory 12 57 Average
Interpretation table:
Table Number 5:
PERCENTILES SCORES QUALITATIVE
DESCRIPTION
A- Patience
0-20 Up to 15 Very low
21-40 Up to 17 Low
41-60 Up to 19 Average
61-80 Up to 22 High
81-100 Up to 24 Very high
B- Cooperativeness
21-40 Up to 24 Low
61-80 Up to 28 High
C- Confidence
21-40 Up to 18 Low
61-80 Up to 21 High
D- Sensitivity
21-40 Up to 19 Low
61-80 Up to 23 High
E- Recognition of social environment
0-40 1 Low
41-60 2 Average
60-100 3 High
F- Tactfulness
0-40 Up to 4 Low
61-100 Up to 7 High
G- Sense of humour
0-40 Up to 4 Low
61-100 Up to 7 High
H- Memory
0-40 Up to 8 Low
61-100 Up to 13 High
Result and Discussion: N.K. Chadha and Usha Ganesan social intelligence scale is used to
measure an individual’s level of social intelligence. 8 dimensions of social intelligence are
measured using this scale namely: Patience, Cooperativeness, Confidence, Sensitivity,
Recognition of social environment, Tactfulness, Sense of humour, and Memory.
Raw Scores of my subject on these 8 dimensions were:
Patience-18, Cooperativeness- 25, Confidence- 21, Sensitivity- 16 Recognition of social
environment- 2, Tactfulness- 4, Sense of humour- 5, Memory- 12
In terms of Percentile:
Patience- 43, Cooperativeness- 50, Confidence- 75, Sensitivity- 17, Recognition of social
environment- 59, Tactfulness- 35, Sense of humour- 54, Memory- 57.
Qualitative description:
Patience- Average, Cooperativeness- Average, Confidence- High, Sensitivity- Very low,
Recognition of social environment- Average, Tactfulness- Low, Sense of humour-
Average, Memory- Average.
Research evidence: A research by Thakur, R., Sharma, S., and Pathania, R. titled “Social
Intelligence of Adolescents: A Study of Himachal Pradesh”. The results of the study revealed
that participants were high on social intelligence dimensions like confidence, patience, and
cooperativeness.
Conclusion: On the basis of the scores obtained by my partner, it was found that he had
Average raw scores for 5 out of 8 dimensions of social intelligence. He was high on the
confidence dimension (raw score- 21, percentile-75). His qualitative description for
sensitivity and tactfulness dimension was very low and low respectively
References
Job, X., Kisrch, L., Inard, S., Arnold, G., & Auravy, M. (2021). Spatial perspective taking is
related to social intelligence and attachment style. Personality and Individual
Differnces .
Makmee, P., & Chiv, C. (2021). DEVELOPMENT OF SOCIAL INTELLIGENCE
INDICATOR FOR TERTIARY STUDENTS IN THAILAND. Psychology and
Education Journal .
Mohamed, E. (2021 ). The impact of social intelligence and employees’ collective self-
efficacy on service provider’s performance in the Egyptian governmental hospitals.
International Journal of Disruptive Innovation in Government.
Experiment 2- Rotter’s Locus of Control
AIM:
To assess the locus of control of the subject using Rotter’s locus of control questionnaire
developed by Dr. Anand Kumar and Dr. S. N. Srivastava
INTRODUCTION
Personality refers to individual differences in characteristic patterns of thinking, feeling and
behaving. The study of personality focuses on two broad areas: One is to understand individual
differences in particular personality characteristics, such as sociability or irritability. The word
personality itself stems from the Latin word persona, which refers to a theatrical mask worn
by performers in order to either project different roles or disguise their identities. At its most
basic, personality is the characteristic patterns of thoughts, feelings, and behaviors that make a
person unique. It is believed that personality arises from within the individual and remains
fairly consistent throughout life.
From eccentric and introverted to boisterous and bold, the human personality is a complex and
colorful thing. Personality derives from a mix of innate dispositions and inclinations along with
environmental factors and experiences. Although personality can change over a lifetime, one's
core personality traits tend to remain relatively consistent during adulthood.
While there are many different definitions of personality, most focus on the pattern of behaviors
and characteristics that can help predict and explain a person's behavior. Explanations for
personality can focus on a variety of influences, ranging from genetic explanations for
personality traits to the role of the environment and experience in shaping an individual's
personality.
Characteristics of Personality
What exactly makes up a personality? Traits and patterns of thought and emotion play
important roles as well as the following fundamental characteristics of personality:
• Consistency: There is generally a recognizable order and regularity to behaviours.
Essentially, people act in the same ways or similar ways in a variety of situations.
• Psychological and physiological: Personality is a psychological construct, but research
suggests that it is also influenced by biological processes and needs.
• Behaviours and actions: Personality not only influences how we move and respond in
our environment, but it also causes us to act in certain ways.
• Multiple expressions: Personality is displayed in more than just behaviour. It can also
be seen in our thoughts, feelings, close relationships, and other social interactions.
Factors affecting Personality
Genes and Biological factors
• The biological perspective on personality focuses on why or how personality traits
manifest through biology and investigates the links between personality, DNA, and
processes in the brain.
• In psychology, “temperament” refers to the personality tendencies that we show at birth
(and that are therefore biologically determined). After birth, environmental factors and
maturation interact with a child’s temperament to shape their personality.
• The field of behavioural genetics focuses on the relationship between genes and
behaviour. Research from twin studies suggests that some aspects of our personalities
are largely controlled by genetics.
• The biological approach to personality has also identified areas and pathways within
the brain, as well as various hormones and neurotransmitters, which are associated with
the development of personality.
• One of the first documented cases that demonstrated the link between personality and
the brain was that of Phineas Gage, who underwent a drastic personality change after a
brain injury.
Culture, Gender and Socio-economic factors

• Personality is influenced by both biological and environmental factors; culture is one
of the most important environmental factors that shapes personality.
• Considering cultural influences on personality is important because Western ideas and
theories are not necessarily applicable to other cultures. Research shows that the
strength of personality traits varies greatly across cultures.
• People who live in individualist cultures tend to value independence, competition, and
personal achievement, while people from collectivist cultures tend to value social
harmony, respectfulness, and group needs.
• In much the same manner that cultural norms can influence personality and behaviour,
gender norms also emphasize different traits between different genders and thereby
influence the development of personality.
• In the U.S., aggression and assertiveness are emphasized as positive traits for males,
while submissiveness and caretaking are emphasized for females.
• There are three approaches that can be used to study personality in a cultural context:
the cultural-comparative approach, the indigenous approach, and the combined
approach, which incorporates elements of the first two approaches.
Psychologist Julian B. Rotter believed that actions, or behaviors, are determined by the
interaction of personality and environment. Rotter had a distinguished early career, during
which he was influenced by some of the early twentieth century's greatest minds in psychology.
However, since his academic focus was on applying psychology research to mental illness, he
was most influenced by the psychoanalysis of Sigmund Freud. As a Ph.D. student at Indiana
University, Rotter was one of the first people in America to earn a degree in clinical
psychology.
Rotter developed his social learning theory and his subsequent work on locus of control
inspired by Freud’s psychoanalysis. Rotter believed that behavior was based on a known
motivation, the seeking out of positive experiences. His theory explained how personality leads
to behavior.
In developing social learning theory, Rotter departed from instinct-based psychoanalysis and
drive-based behaviorism. He believed that a psychological theory should have a psychological
motivational principle. Rotter chose the empirical law of effect as his motivating factor. The
law of effect states that people are motivated to seek out positive stimulation, or reinforcement,
and to avoid unpleasant stimulation. Rotter combined behaviorism and the study of personality,
without relying on physiological instincts or drives as a motive force.
Rotter sees personality, and therefore behavior, as always changeable. Change the way the
person thinks, or change the environment the person is responding to, and behavior will change.
He does not believe there is a critical period after which personality is set. But the more life
experience one has building up certain sets of beliefs, the more effort and intervention required
for change to occur. Rotter conceives of people in an optimistic way. He sees them as being
drawn forward by their goals, seeking to maximize their reinforcement, rather than just
avoiding punishment.
❖ Locus of Control
For many people, their only exposure to the ideas of Julian B. Rotter is his concept of
generalized expectancies for control of reinforcement, more commonly known as locus of
control. Locus of control refers to people's very general, cross-situational beliefs about what
determines whether or not they get reinforced in life. People can be classified along a
continuum from very internal to very external.
The Internal-External Locus of Control Scale (Rotter 1966), which is a 29-item forced-choice
test including six filler items intended to make the purpose of the test somewhat more
ambiguous, is the most widely used and cited measurement of Locus of Control (LOC). LOC
is a personality concept originally proposed by Rotter (1966), defined as a generalized enduring
expectancy or belief about how responsive and controllable the environment is. According to
this concept, people can be categorized into two types: internal control and external control.
People with an internal locus of control believe that the environment is responsive to their own
relatively permanent characteristics and that rewards are contingent on personal actions,
whereas for those with an external locus of control the environment and external rewards are
seen as uncontrollable.
People with a strong internal locus of control believe that the responsibility for whether or not
they get reinforced ultimately lies with themselves. Internals believe that success or failure is
due to their own efforts. In contrast, externals believe that the reinforcers in life are controlled
by luck, chance, or powerful others. Therefore, they see little impact of their own efforts on the
amount of reinforcement they receive.
• For example, a person who loses a sports game may feel depressed or anxious if they have
a strong internal locus of control. If this person thinks, "I'm bad at sports and I don't try
hard enough," they might allow the loss to affect their self-image and feel stressed in future
games.
However, if this person takes an external focus during such situations ("We were unlucky to
get matched with such a strong team," or "The sun was in my eyes!"), they will probably feel
more relaxed and less stressed.
Rotter has written extensively on problems with people's interpretations of the locus of control
concept. First, he has warned people that locus of control is not a typology. It represents a
continuum, not an either/or proposition. Second, because locus of control is a generalized
expectancy it will predict people's behavior across situations. However, there may be some
specific situations in which people who, for example, are generally external behave like
internals. That is because their learning history has shown them that they have control over the
reinforcement they receive in certain situations, although overall they perceive little control
over what happens to them.
Application of the Scale
Since its formulation, LOC has been one of the most frequently researched personality
variables in the social sciences. Scores on the LOC Scale have been correlated with scores on
nearly every social and personality characteristic imaginable. Among the areas that most
commonly have used the LOC Scale are personality and social, educational, political, clinical,
and health psychology. For example, research shows that whereas high externality scores are
associated with high depression scores, internality is associated with more positive adjustment
to a physical disability. In addition, discrimination based on race or sex has been associated
with differences in LOC. Researchers have shown that such group-level internality-externality
differences have implications for mental and physical health outcomes.
Application of the Scale
Since its formulation, LOC has been one of the most frequently researched personality
variables in the social sciences. Scores on the LOC Scale have been correlated with scores on
nearly every social and personality characteristic imaginable. Among the areas that most
commonly have used the LOC Scale are personality and social, educational, political, clinical,
and health psychology. For example, research shows that whereas high externality scores are
associated with high depression scores, internality is associated with more positive adjustment
to a physical disability. In addition, discrimination based on race or sex has been associated
with differences in LOC. Researchers have shown that such group-level internality-externality
differences have implications for mental and physical health outcomes.
REVIEW OF LITERATURE:
1. Dr. Krishnakar M. H., et al (2016) conducted a study on Locus of Control and Mental
Health of Students. The aim of the present study is to assess the influence of locus of control
on mental health of students selected from Kalaburagi (Gulbarga) district, Karnataka state.
The sample consists of 180 students. The sample was administered with locus of control
scale (Anand Kumar and Srivastav 1985) and mental health inventory (Jagadish and
Srivastva 1988). And the data were subjected to the statistical analysis. The results revealed
that locus of control produces significant differences in mental health of students and there
is a significant difference in mental health between the male and female sample.
2. Dr. Shrivastav M. (2018) conducted a study on Locus of Control Contributing to

Superstitious Behaviour. The purpose of the study is to assess the relationship between
locus of control and superstitious behaviour of people of UP. 300 participants were selected
through quota sampling from various places of UP. Age and education related factors
treated as controlled variables. To assess locus of control in subjects Hindi adaptation of
“Rotter’s Locus of Control scale” of Dr. Anand Kumar & S.N. Srivastav has been used. It
consists of 29 items in it. Superstitious Behaviour Scale (self-constructed) has been used,
which is consisting of 40 items. Each item has three alternatives: (a) I will definitely do it.
(b) If not possible, I will not do it. (c) I don’t believe in it. Ex-post facto research design
has been used. Data is analysed by chi-square method. Result show that external locus of
control is responsible for high superstitious behaviour.
3. Yadav S. and Srivastava K. (2019) studied on Body Shape Concerns and Locus of Control
among Young Adults. The purpose of this study was to explore the relationship between
body image concerns and locus of control in young adults. Individuals with excessive body
shape concerns are more likely to be depressed, anxious, and suicidal than those without
intense dissatisfaction over their appearance, even when compared to adolescents with
other psychiatric illnesses. As excessive body shape concerns are considered to be
associated with the low self-esteem, higher number of depressive, anxiety, obsessive
compulsive syndromes, body dysmorphic disorder and eating disorders. Prevention
programs could benefit from including attempts to improve emotional abilities like
intrapersonal, interpersonal abilities and adaptability in order to prevent these disorders. A
sample of 60 individuals with high body shape concerns was taken by using screening test
(Body Shape Questionnaire) from Amity University Lucknow. The sample was selected
using purposive sampling technique and ex-post facto research design was used. The tools
used were Body Shape Questionnaire (Cooper, P.J., M.J. Taylor, Z. Cooper & C.G.
Fairburn, 1986), Rotter’s Locus of Control Scale (Indian Adaptation by Dr. Anand Kumar
and Dr. Satyendra Nath Srivastava, 1895). The data was analysed using parametric
statistics-Pearson correlation Method. The results showed that there was a significant
positive relationship between body shape concerns and locus of control at 0.01 level.
• Description of the test

❖ About the test:
The LOC is a 13-item questionnaire developed by Rotter (1966). It measures generalized
expectancies of external control of reinforcement. People with external LOC believes that their
own behavior doesn’t matter much and that rewards in their life are generally outside of their
control, whereas people with internal LOC believe that their own action determine the rewards
that they obtain. The test used in the practical is adapted Hindi version of Rotter’s LOC
developed by Dr. Anand Kumar and Dr. S. N. Srivastava. The test comprised of 29 Items of
which 6 items are filler. It is a forced choice instrument.
❖ Reliability:
In the present scale test, retest and spit half techniques were employed to find the reliability co-
efficient.
Method N r Index of Reliability

Split- Half 600 .78 .88
Test-Retest 345 .73 .85
❖ Validity:
Rotter (1966) reported good discriminant validity for the scale indicated low correlation
with such variables as intelligence, social desirability and political affiliation.
Method
Subject Preliminary:
Name- XYZ
Age- 19
Educational Qualification- Undergraduate
Gender- Female
Occupation- Student
Materials Required:
• Booklet of Rotter’s Locus of Control Scale
• Rotter’s Locus of Control Scale manual
• Pencil
❖ Rapport Formation:
The participant was made to sit comfortably. The participant was engaged in an informal
conversation to make them feel relaxed. Once it was ensured that they are comfortable, the
experiment was introduced. The instructions for the experiment were given to the participant.
The participant was assured that their results would be kept confidential and not shared with
anyone. If the participant had any query, it was addressed and the procedure was started.
❖ Instructions:
The instructions given to the subject were as follows-
This test contains 29 items, and each items have two option A and B. You are expected to read
choice carefully in every items. Then you will mark yes(✔) in Box either A or B.
Administration:
- The subject was called into the psychology lab and made to sit comfortably.
- Rapport has been established with the subject by convincing them that their
responses will be kept confidential.
- Then, the instructions were given to the subject.
- The subject was given the test booklet, and a pencil to mark their answer.
- One by one, each question was attempted by the subject. The responses were noted
down very carefully by the subject in the booklet.
❖ Introspective Report:
I enjoyed participating in this study. I tried to answer the questions as accurately as possible. I
look forward to finding out my results and what they mean.
❖ Observational Report:
The subject expressed excitement for her contribution to the study. She answered the questions
with enthusiasm and seldom asked for clarifications when she couldn’t understand some
phrase. She read every line carefully and out loud. She expressed an interest in knowing her
scores and their interpretation.
❖ Scoring and Interpretation:
This scale is a forced choice instrument, which consists of 29 pairs of statements, 23 of which
are scored. There are 6 filler items (Item No. 1, 8. 14, 19, 24, 27) which are not scored.
High score indicates external locus of control on internal external dimension of the scale. In
scoring, only external alternatives are endorsed. The maximum possible score on Rotter's
Locus of Control Scale is 23 and minimum being 0.
Item No. Score

1. Filler
2. 0
3. 1
4. 1
5. 1
6. 0
7. 1
8. Filler
9. 1
10. 1
11. 1
12. 1
13. 1
14. Filler
15. 1
16. 0
17. 1
18. 1
19. Filler
20. 0
21. 1
22. 1
23. 0
24. Filler
25. 1
26. 1
27. Filler
28. 0
29. 1
Total of Items 17 out of 23
The sum total of all the items scored by the subject is 17 out of 23, excluding the filler items.
When converted to percentage the score is 74% which is a high score indicating external
control.
❖ Results and Discussion
Personality refers to individual differences in characteristic patterns of thinking, feeling and
behaving. The study of personality focuses on two broad areas: One understands individual
differences in particular personality characteristics, such as sociability or irritability. The other
understands how the various parts of a person come together as a whole.
Psychologist Julian B. Rotter believed that actions, or behaviors, are determined by the
interaction of personality and environment. Rotter developed his social learning theory and his
subsequent work on locus of control inspired by Freud’s psychoanalysis. Locus of control
refers to people's very general, cross-situational beliefs about what determines whether or not
they get reinforced in life. People can be classified along a continuum from very internal to
very external.
The LOC is a 13-item questionnaire developed by Rotter (1966). It measures generalized
expectancies of external control of reinforcement. People with external LOC believes that their
own behavior doesn’t matter much and that rewards in their life are generally outside of their
control, whereas people with internal LOC believe that their own action determine the rewards
that they obtain. The test used in the practical is adapted Hindi version of Rotter’s LOC
developed by Dr. Anand Kumar and Dr. S. N. Srivastava. The test comprised of 29 Items of
which 6 items are filler. It is a forced choice instrument.
Total score obtained by an individual on 23 significant items in this scale represents their Locus
of Control. Locus of Control is measured in two directions - Internal and External. A low score
i.e., less than or equal to 12 indicates an internal direction and a high score i.e., higher than or
equal to 13 indicates an external direction.
The total item scores of my subject were High, 17 out of 23, indicating External Locus of
Control.
External control refers to the perception of positive and/or negative events as being unrelated
to one's own behaviors in certain situations and therefore beyond personal control. Externally
controlled person believes that reinforcements are under the control of powerful others, luck,
chance fate etc. "Externals" believe that their life is ruled by factors beyond their control. Since
an external feel that factors beyond his control determine what happens to him, he should be
more easily influenced by others than an internal. Externally oriented people should be more
fatalistic.
Internal control refers to the perception of positive and/or negative events as being a
consequence of one's own actions and thereby under personal control. Internally controlled
person feels that reinforcement which he receives occur primarily because of his own
purposeful behavior. Internally oriented people should be more active in their attempts to
master and change their environment and they should believe that they can change their
environment and should also be more interested in doing so if the environment does not seem
responsive to their needs.
❖ Conclusion:
On the basis of the High scores obtained by the subject, it was found that she has External
Locus of Control as a result of which she perceives positive and/or negative events as being
unrelated to one's own behaviors in certain situations and therefore beyond personal control.
She believes in luck and fate and that her life is ruled by factors beyond her control.
❖ References:
1. Rotter, J. B., (1966). Generalized expectancies for internal versus external control of
reinforcement. Psychological monographs, 80 (whole no. 609).
2. Anand Kumar and Srivastava S.N (1985), Rotter’s Locus of Scale, Kumar publications,
Varanasi.
3. M Krishnakar, S Chengti, D Chidanand (2016), A Study on Locus of Control and Mental
Health of Students, International Journal of Indian Psychology, Volume 3, Issue 4, No. 57,
ISSN 2348-5396 (e), ISSN: 2349-3429 (p), DIP: 18.01.025/20160304, ISBN: 978-1-365-
23993-9
4. Wang L., Lv M. (2017) Internal-External Locus of Control Scale. In: Zeigler-Hill V.,
Shackelford T. (eds) Encyclopaedia of Personality and Individual Differences. Springer,
Cham. https://doi.org/10.1007/978-3-319-28099-8_41-1
5. Shrivastav, M. (2018). Study On Locus of Control Contributing To Superstitious
Behaviour. International Journal of Research -GRANTHAALAYAH, 6(5), 244–254.
https://doi.org/10.29121/granthaalayah.v6.i5.2018.1446
6. Yadav S. and Srivastava K. (2019) Body Shape Concerns and Locus of Control Among
Young Adults. International Journal of Research in Social Sciences, ISSN: 2249-2496
Experiment 3- Self-concept Scale
Aim:
To measure self-concept level of the subject using Self-concept questionnaire developed by
Dr. R.K. Saraswat.
Introduction
Self-concept is "The individual's belief about himself or herself, including the person's
attributes and who and what the self is"- Baumeister (1999)
⮚ Self-concept is generally thought of as our individual perceptions of our

behaviour, abilities, and unique characteristics—a mental picture of who you are
as a person. For example, beliefs such as "I am a good friend" or "I am a kind
person" are part of an overall self-concept.
⮚ Self-concept is distinguishable from self-awareness, which refers to the extent to
which self-knowledge is defined, consistent, and currently applicable to one's
attitudes and dispositions.
⮚ Self-concept also differs from self-esteem: self-concept is a cognitive or
descriptive component of one's self.
⮚ Self-concept is made up of one's self-schemas, and interacts with self-esteem, self-
knowledge, and the social self to form the self as a whole. It includes the past,
present, and future selves, where future selves (or possible selves) represent
individuals' ideas of what they might become, what they would like to become, or
what they are afraid of becoming.
⮚ Psychologists Carl Rogers and Abraham Maslow had major influence in
popularizing the idea of self-concept in the west. According to Rogers, everyone
strives to reach an "ideal self." He believed that a man gets to self-actualize when
he proves himself that he is capable to achieve his goals and desires, but in order
to attain his fullest potential, the person must have been raised in healthy
surroundings which consist of "genuineness, acceptance, and empathy", however,
the lack of relationships with people that have healthy personalities will stop the
person to grow "like a tree without sunlight and water" and affect the individual's
process to accomplish self-actualization.
⮚ Abraham Maslow applied his concept of self-actualization in his hierarchy of
needs theory. In this theory, he explained the process it takes for a person to
achieve self-actualization. He argues that for an individual to get to the "higher
level growth needs", he must first accomplish "lower deficit needs". Once the
"deficiency needs" have been achieved, the person’s goal is to accomplish the
next step, which is the "being needs".
Theory of self-concept
⮚ Central to Rogers' personality theory is the notion of self or self-concept. This is

defined as "the organized, consistent set of perceptions and beliefs about oneself."
⮚ The self is the humanistic term for who we really are as a person. The self is our inner
personality, and can be likened to the soul, or Freud's psyche.
⮚ The self is influenced by the experiences a person has in their life, and out
interpretations of those experiences. Two primary sources that influence our self-
concept are childhood experiences and evaluation by others.
⮚ According to Rogers (1959), we want to feel, experience and behave in ways which
are consistent with our self-image and which reflect what we would like to be like,
our ideal-self. The closer our self-image and ideal-self are to each other, the more
consistent or congruent we are and the higher our sense of self-worth.
Review of literature
⮚ Bharathi et.al (2015) examined Self-Concept of Adolescents. This Study was
conducted to study the self-concept adolescents. Self-concept scale of Saraswat
(1984) was used to analyse the self-concept of 40 adolescents of twin cities of
Hyderabad, Telangana Stage. The findings of the study revealed that higher
percentage of adolescents had above average levels of self-concept in dimension of
temperamental (85), intellectual (77.5), physical (60) and social (52.5). About
47.5percent of adolescents equally had high and above average self- concept in
education. And 57.5 percent of adolescents had high moral self-concept. Adolescents
overall Self-concept was found as 27.5 percent in high and 72.5 per cent have above
average. Hence, the study may help the teachers and parents to maintain the optimum
level of self-concept of adolescents.
⮚ Ghazvini (2011) The purpose of this research was to determine the relationship
between the academic self-concept and academic performance. The sample consists
of 363 students from 10 high schools were chosen by using multistage cluster
sampling method. The data collection instrument for academic self-concept was a
researcher made questionnaire. The research finding showed a close relationship
between academic self-concept and measures of academic performance. Academic
self-concept powerfully and positive predicts general performance in literature and
mathematics.
⮚ Chohan (2010) This study examines the impact of educational support given by the
parents on the academic achievement and on the self-concept of grade 4 public school
students. The aims of this study were (a) to examine the linkage between academic
achievement and educational support provided to the child at home and, (b) to
determine whether this support directly or indirectly effects child's self-concept. The
data regarding parental support, its effects on the academic achievement and the self-
concept were collected from a sample (N =305) of grade 4 students in the urban
primary and elementary public schools. The sample students who have or have not
parental support were compared on two measures, (a) the annual school result report
and, (b) the self-concept scale. The self-concept was measured twice i.e., before one
month of annual school examination and after one month of announcement of annual
results. The findings of the study revealed that parents’ contribution to their children's
education has a consistent and positive effect on academic achievement and on the
self-concept.
Description of the test
Self-concept inventory developed by Dr. R.K. Saraswat provides six different dimensions of
self-concept viz., physical, social, intellectual, moral ,educational and temperamental self-
concept.it also gives total self-concept score. The operational dimensions of self-concept
dimensions measured by this inventory.
1. Physical( A)- individuals view of their body ,health, physical appearance and strength
2. Social (B)- individuals sense of worth in social interactions
3. Temperamental(C)-individuals view of their prevailing emotion states or
predominance of a particular kind of emotional reaction
4. Educational (D)- individuals view of themselves in relation to school, teachers and
extracurricular activities 5.
5. Moral (E)-individuals estimation of their moral worth, right and wrong activities
6. Intellectual(F)-individuals awareness of their intelligence and capacity of problem
solving and judgments.
The inventory contains 48 items , each dimension contains 8 items. Each item is provided
with five alternatives. Responses are obtained on test book itself. There is no time limit
but generally 20 minutes have been found sufficient for responding all the item.
Reliability
Self-Concept dimensions Code no. Item Numbers

Physical A 2 ,3 ,9, 20, 22 , 27 , 29 , 31
Social B 1,8,21, 37, 40, 43, 46, 48
Temperament C 4, 10, 14 , 16, 19, 23 ,24, 28
Educational D 5, 13, 15,17,25, 26 , 30, 32
Moral E 6 , 34, 35, 41 , 42 , 44, 45 , 47
Intellectual F 7 ,11, 12 , 18 , 33 , 36 , 38 ,39
The inventory contains 48 items. Each dimension contains eight items. Each of them is
provided with five alternatives. Responses are obtained on the test booklet itself, there is no
time limit but generally 20 minutes have been found sufficient for responding all the teams.
Instructions for the time of administration of the inventory are also given on the lest booklets.
RELIABILITY OF TEST:
Reliability of the inventory was found by test-retest method, and it was found to be 9t for the
total self-concept measure. Reliability coefficients of its various dimensions varies from .67
to B8. The following table shows the test-retest reliability for each dimension
TABLE 2: Test -Retest Reliability of the self-concept Inventory

Code no. Self- concept dimension No. Of items Reliability co-
efficient
A Physical 8 .77
B Social 8 .83
C Temperament 8 .79
D Educational 8 .88
E Moral 8 .67
F Intellectual 8 .79
Total self- concept 48 .91
VALIDITY OF TEST
Experts’ opinion was obtained to establish the validity of the inventory. 100 items were given
to 25 psychologists to classify the items to the category to which it belongs. Items of highest
agreement and not less than 80% of agreement were selected. Thus, the content and construct
validity were established.
APPLICATION OF TEST
Our self-concept is important because it influences how we think, feel, and act in everyday
organizational life. Understanding the self-concept is particularly important for managers
because self-knowledge helps managers understand why they do the things they do and how
their beliefs and behaviours affect themselves, others, and the organization-for better and
worse. The self-concept is, of course, only one of many factors that affect managerial
thinking, feeling, and behaviour, but it is undoubtedly one of the most powerful influences on
many important behaviours.
METHOD
SUBJECT PRELIMINARY
Name: XYZ
Gender: Male
Age: 21
Education qualification: Student
MATERIAL REQUIRED : Self-concept manual , Self-concept questionnaire , Sharped
pencil , eraser and a blank sheet.
RAPPORT FORMATION :The subject was made sit comfortably in the room with no
disturbance. He was made sit calmly and a proper introduction was done . He was even
introducing about what will be done in the test conduction , he does not need to feel hesitate
and if facing any problem, he can ask it freely.
INSTRUCTIONS:
On the following pages there are some questions and their probable answers given against
them. You read them carefully and whichever suits, you, put a tick (🗹) in the blank space
given against it. You have to mark only one answer.
PRECAUTIONS:
1. Make sure that the room where the conduction will take place is well - maintain , well
- lighted room , with no disturbance.
2. Make sure that you use a well sharped pencil .
3. Make sure that subject is well informed about what he has to do in test.
ADMINISTRATION OF TEST :
The self-concept questionnaire was administered on 100 students of 20 Higher Secondary
schools of Delhi pertaining to Delhi Administration and Central Schools . The student was
from IXth and Xth classes ranging from 14 to 16 years of both the sexes.
INTROSPECTIVE REPORT:
I was made sit comfortably in the room and there was a proper introduction made between us
and a proper rapport was made . I was told very well about the test and what all I have to do
. I was really excited for this conduction .
OBSERVATIONAL REPORT:
It was observed subject clearly understood about the conduction part . He was excited to do
it . When he was doing the test, he was confident while answering the questions.
SCORING
The respondent is provided with five alternatives to give his responses ranging from most
acceptable to least acceptable description of his concept The alternatives or responses are
arranged in such a way that the scoring system for all the items will remain the same i.e., 5, 4,
3,2. 1 whether the items are positive or negative. If the respondent put () mark for first
alternative the score is 5, for second alternative the score 4 for third alternative score is 3, for
the fourth it is 2 and for the fifth and last alternative the score is one. The summation score
of all the forty-eight items provides the total self-concept score of an individual, A high score
on this Inventory indicates a higher self-concept, while a low score shows lower concept.
Transfer the score of each item on the front page against that item. Now add all the scores of
eight items given in that column , this will give you score for that particular dimension of
Self-concept .
RESULT TABLE
Item no. A Item no. B Item no. C Item D Item E Item F
no. no. no.
2 5 1 3 4 2 5 5 6 3 7 2
3 3 8 2 10 2 13 3 34 4 11 3
9 5 21 2 14 3 15 5 35 4 12 3
20 3 37 5 16 4 17 5 41 4 18 5
22 4 40 4 19 3 25 4 42 3 33 4
27 3 43 5 23 2 26 4 44 4 36 3
29 3 46 5 24 5 30 2 45 5 38 5
31 3 48 4 28 5 32 5 47 4 39 3
TOTAL 29 30 26 33 32 28
INTERP Above Above Above High Above Above
RETATI average
Average Average Average Self- Average
ON
concept
Total of all the 6 dimensions is 178 . From this score we can interpret the total self-concept
that is subject has above average self-concept.
DISCUSSION
The self-concept questionnaire talks about an individual self-concept in six different
dimensions which are physical self-concept , social self-concept , temperament , educational
, Moral , Intellectual .
The subject total score in the Physical self-concept is 29 . According to the norms and
standardization table it means subject has above average self-concept in this dimension.
The subject total score in the social self-concept dimension is 30 . According to the norms
and standardization table it means subject has above average self-concept in this dimension.
The subject total score in the Temperament self-concept is 26 .According to the norms and
The subject total score in the educational self-concept is 33 . According to the norms and
standardization table it means subject has High self-concept in this dimension.
The subject total score in Moral self-concept is 32. According to the norms and
The subject total score in Intellectual self-concept is 28 . According to the norms and
The Total of all the 6 dimensions is 178 . From this score we can interpret the total self-
concept that is subject has above average self-concept.
CONCLUSION
Self-concept is generally thought of as our individual perceptions of our behaviour, abilities,

and unique characteristics—a mental picture of who you are as a person. For example, beliefs
such as "I am a good friend" or "I am a kind person" are part of an overall self-concept. Self-
concept tends to be more malleable when people are younger and still going through the
process of self-discovery and identity formation. As people age, self-perceptions become
much more detailed and organized as people form a better idea of who they are and what is
important to them. Developing a healthy self-concept takes deliberate planning and
concentrated effort. It takes acknowledging your intrinsic value as a human being, and then
working to acquire the skills needed to confront the many challenges and adversities we
encounter in life. The particular questionnaire was developed by DR. R.K Saraswat to
measure self-concept level of the subject in six different dimensions. These 6 dimensions are
physical , temperament , intellectual , moral , educational , social self-concept .Physical self-
concept means knowing yours yourself in your particular skin colour , the way you look etc.
The temperament self-concept means knowing yourself emotionally and the way you behave
in certain environment . The intellectual self-concept talks about the way you think about
certain things. The moral self-concept talks about your moral values and beliefs . The
educational dimension talks about your educational level in certain life fields . The social
self-concept talks about measuring your social values the way you react to different societal
norms.
References
Chohan(2010). Impact of Parental Support on the Academic Performance and Self Concept
of the Student. Journal of Research and Reflections in Education, Vol.4, 14 -26
Ghazvini.D(2011). Relationships between academic self-concept and academic performance
in high school students,Procedia - Social and Behavioral Sciences, Volume 15, 1034-1039
Bharathi.T.& Sreedevi.P (2015). A Study on the Self-Concept of Adolescents , International
Journal of Science and Research (IJSR),VOL-3
Experiment 4 - Social Maturity Scale
AIM:
To assess the social maturity of the subject using social maturity scale by Dr. Nalini Rao.
INTRODUCTION:
In psychology, maturity is the ability to respond to the environment being aware of the correct time
and location to behave and knowing when to act, according to the circumstances and the culture of the
society one lives in.
Social Maturity is the ability to function in an appropriate responsible manner. As adolescence is the
age for an individual to express mature behaviour. Social Maturity is an essential aspect for the
individual as well as society.
Social maturity with friends and family:
● You have learned how to prioritize both friends and family.

● You don’t need them always around you to function.
● Fights are lesser in intensity and number with them.
● Develop the sense of understanding of their point of views and ideas too.
● Don’t disregard what they suggest every time.
● Increase your self-awareness and personal growth.
● Be friends with people who are different from you
● Try listening to them.
Social maturity in workplace :
Any workplace orientation denotes some level of professionalism and has some rules and ethics.
Maturity helps in bring stability to the workplace and also improve the work culture.
● Speaking up in meetings which represents your attentiveness and lets other people know that
you are a part of the discussion.
● Keep your work relationships at check.
● State your opinions with confidence.
● Take account in what are the workplace values.
● Dress up according to your job.
● Be clear about your goals.
● Reach on time.
● Be open for feedback and work upon them to deliver a better work.
Social maturity in stressful situation:
● Focus on finding a solution rather than forcing on the stressor.

● Being able to control your emotions.
● Identifying how your body feels or react.
● Learning how to cope up with stress.
● Using humour to relax.
● Channelizing your emotion in a more socially acceptable way.
● Taking time off from the stressful situation.
A socially mature individual should be able to make judgements, decisions and take proper action in
face of problems and critical issues. He/ she should be able to participate in cooperative activities
without conflict with others. He/she is capable of taking responsibility for his own actions, and of
making and keeping a large number of friends. He/she has a well-balanced and objective estimate of
himself and can take on himself different roles in accordance with the demand of different situations.
He/she identifies with the interests of the group and puts the group benefits before his selfish gains.
REVIEW OF LITERATURE:
1. Dr. Sevak.D.D (2020) studied on “A study of social maturity and adjustment of higher
secondary school students.” The present research was aimed at investigating the role of social
maturity and adjustment of adolescences. In the present study relationship between social
maturity and adjustment higher secondary school students is being studies. It was
hypothesized that there exists no relationship between social maturity and adjustment of
Gujarati & English medium higher secondary school students. There exists no significant
difference between social maturity and adjustment of Arts and Science stream higher
secondary school students. There exists no significant difference between social maturity and
adjustment of male and female higher secondary school students. The study was conducted
over a sample of 400 (200 Gujarati and 200 English medium) high school students studying in
XI & XII class in 7 different schools (100 Arts and 100 Science stream,50 boys & 50 girls)
from knead district, Gujarat. As a tool of data collection Social Maturity Scale constructed by
Dr. Nalini Rao and Bell Adjustment Inventory [BAI] translated by Dr. R.K.Oza [1968] were
selected. A three-way ANOVA factorial deign was used for analysing the data. Findings of
the study show that there is a positive relationship between social maturity and adjustment of
boys and girls of adolescences.
2. Pant.K and Singh.R (2017) studied on “Educational status of parents as a predictor of social
and emotional maturity of adolescents.” The aim was to study the influence of educational
status of parents on the social and emotional maturity of senior school adolescents, the present
study was carried out. A total of randomly selected 277 adolescents studying in class XI made
the sample of the study. To collect the requisite data, Social Maturity Scale by Rao,
Emotional Maturity Scale by Singh & Bhargava and a self-designed questionnaire were
employed. The study revealed that adolescents of better educated parents were significantly
more personally adequate than those whose parents were either illiterate or educated up to
matric only. Whereas, adolescents of only highly educated mothers were found to be
significantly more emotionally progressive and socially adjusted. Educational status of fathers
was not found to influence the emotional development of adolescents. In totality, the study
stressed upon the importance of educated parents and their impact on children’s maturity.
3. Anand A.K., Kunwar.N and Kumar.A (2014) researched on “Impact of different Factors on
Social Maturity of Adolescents of Co-ed. School.” The sample consists of 220 students of
Sixth, 10th, 11th and 12th class selected from the coeducational English medium schools of
Kanpur district. Out of which 110 were boys and 110 were girls. The sample was collected by
using multistage random sampling technique. Self-designed socio-demographic questionnaire
was used to study the socio-demographic characteristics of respondents. Social maturity of the
respondents was assessed by using Rao's Social Maturity scale developed by Dr Nalini Rao.
Factors affecting social maturity of adolescents of co-ed schools were affected by family and
peer group in social maturity whereas co-ed school respondents were affected by personality.
The boys and girls were affected by inferiority complex while 50.9% boys and 40.0% of girls
were affected in social maturity by neighbourhood and school. Co-ed school adolescents were
given recreation as a factor in social maturity.
DESCRIPTION OF TEST:
It measures personal adequacy by work orientation, self-direction and ability to take stress,
interpersonal adequacy by communication, enlightened trust and cooperation and social adequacy
by social commitment, social tolerance and openness to change.
RELIABILITY and validity OF TEST:
This is a highly reliable and valid instrument to classify socially mature and immature individuals.
APPLICABILITY OF TEST
MATERIAL REQUIRED: Paper, pencil, questionnaire, manual, and stopwatch

DEMOGRAPHIC DETAILS OF THE PARTICIPANT:
Name: XYZ
Age: 21 yrs.
Gender: Female
Occupation: Student
Educational Qualification: undergraduate student
INSTRUCTION:
The test contains 90 items tick mark on the box which you want to choose. The options are strongly
agreed [SA], agree [A], disagree [D], strongly disagree. [SD]. Try to finish it quickly.
PROCEDURE:
The participant was made comfortable in the lab. Rapport was formed and instructions were given the
test was provided to the participant. After the completion of test the scores were assigned by referring
to the scoring key. The results were noted and on the basis of results, conclusion was made.
OBSERVATIONAL REPORT:
The participant was cooperative and followed instructions carefully. She cleared all her doubts
without any hesitation. In some questions she claimed that they were open ended questions and it is
not appropriate according to her to answer in these 4 given choices. She also said some of the
questions were thought-provoking and that she liked them.
INTROSPECTIVE REPORT:
“I am happy to be part of this test. It was an easy test and I am excited for my results.”
PRECAUTIONS:
● Proper lightings should be taken care of
● Instructions should be properly conveyed
● Aim of test should not be revelled to the participant.
● Scoring should be done carefully
● Ensure that the participant is comfortable.
● Time taken should be noted down
RESULT OBTAINED:
RESULT TABLE:
S.no. Sub scales and Positive item score Negative item score Total Score
categories.
PERSONAL ADEQUACY
1 Work orientation - 25 25
2 Self -direction - 23 23
3 Ability to take stress 4 16 20
=68
INTER-PERSONAL ADEQUACY.
4 Communication 12 19 31
5 Enlightened Trust 9 12 21
6 Cooperation 7 15 22
=74
SOCIAL ADEQUACY
7 Social commitment 12 20 32
8 Social Tolerance 10 17 27
9 Openness to change 12 14 26
=85
GRAND TOTAL= 227
SCORING OF THE TEST: done according to scoring table.

INTERPRETATION:
Social Maturity refers to the ability to function in an appropriate responsible manner. As adolescence
is the age for an individual to express mature behaviour. Social Maturity is an essential aspect for the
individual as well as society.
Social maturity can be attained or developed by increasing self-discipline, developing personal
responsibilities, being confident, understanding and listening to others, listening to our body and
channelizing our emotions in a better way. Helping the society whoever possible.
This study is used to measure personal adequacy by work orientation, self-direction and ability to take
stress, interpersonal adequacy by communication, enlightened trust and cooperation
and social adequacy by social commitment, social tolerance and openness to change.
In the area an i.e., personal adequacy, the subject scored 25 in work orientation, 23 in self-direction
and 20 in the ability to take stress which resulted in a total score of 68 in area A
In the area B i.e., inter-personal adequacy, the subject scored 31 in communication, 21 in enlightened
trust and 22 in cooperation which resulted in a total score of 74 in area B
In the area C i.e., social adequacy, the subject scored 32 in social commitment , 27 in social tolerance
and 26 in openness to change which resulted in a total score of 85 in area C
The grand total of all the areas A, B AND C i.e., personal adequacy, Inter-personal adequacy and
social adequacy was 227 respectively.
The subject is highly socially mature as the highest score that can be obtained in this test can be 360
and the subject scored 227.
It tells us about the subject that in the area of personal adequacy [A] on the sub scale of work
orientation , the subject is good at work-related skills, understands the work culture and values,
experiences pleasure at work and is able to perform tasks assigned at ease. On the sub-scale of self-
direction. She is also good at controlling her actions depending on situations. She is aware of her
goals and works towards them to achieve it. She is keen to learn more and monitors her own learning
process. On the sub scale of ability to take stress, she is able to undertake challenging tasks with
assurance. She expresses appropriate emotions in stressful situations and is able to cope up with the
stressor.
In the area of interpersonal adequacy [B], on the sub scale of communication the subject has an ability
to understand others. Makes meaningful speeches and gestures. Her communicating skills are
effective and she shows empathy towards others. .On the sub scale of enlightened trust, the subject
believes that one can trust others in times of need and that not all people are evil in this society. She
makes thoughtful choice of how much, when and whom to trust. On the sub scale of cooperation, the
subject is very much cooperative and will join people if they ask for help. She is active in helping if
the need arises. She is not rigid with her rakes and practices.
In the area of social adequacy [C], one the sub-scale of social commitment she involves a feeling of
oneness with others, modify personal growths in the interest if social goals. She is ready to invest in
the society for a long-term goal. On the sub scale of social tolerance, the subject interacts with
individuals and groups even though they might be different from her. she is sensitive to the rights of
individuals and groups who differ from her thus believes that differences make a stronger society
Lastly on the factor of openness to change , the subject is ready to accept changes in the society and is
able you adapt herself to the demands of these changes
CONCLUSION:
Our result of the test of social maturity concludes that the subject is highly socially mature.
REFERENCES:
Anand A.K., Kunwar.N and Kumar.A (2014) Impact of different Factors on Social Maturity of
Adolescents of Co-ed. School. Published in International Research Journal of Social Sciences.
Volume 3, Issue 10.
Dr. Sevak.D.D (2020) A study of social maturity and adjustment of higher secondary school students.
Published in Aut Aut Research Journal.
Pant.K and Singh.R (2017) Educational status of parents as a predictor of social and emotional
maturity of adolescents. Published in Journal of Home and Community Science. Volume 7, pg.-1-6
Experiment 5- Youth Problem Inventory
Aim- To assess the youth problems of the subject using the youth problem inventory developed
by Dr. Mithilesh Verma
Introduction
The youth face real concerns, on the regular as this is the most unexpected and awkward growth
stage of their lives. Individuals are exposed to some overwhelming external and internal
struggles.
They go through, and are expected to cope with hormonal changes, puberty, social and parental
forces, work and school pressures, and so on. Many feel misunderstood. It is vital that their
feelings and thoughts are validated and that most of that validation comes from their caregivers
.
Some of the most general issues faced by youth on an everyday basis are-
⮚ Stress
43.1% of young people were extremely concerned or very concerned. Stress is a normal part
of life for teenagers and can be caused by many different things. Most teens experience more
stress when they perceive a situation as dangerous, difficult, or painful and they do not have
the resources to cope. Some sources of stress for teens include:
School demands and frustrations, Negative thoughts or feelings about themselves, hormonal
and physical, changes in their bodies, Problems with friends and/or peers at school , unsafe
living environment/neighborhood ,separation or divorce of parents ,chronic illness or severe
problems in the family, death of a loved one , moving or changing schools etc.
⮚ Academic problems
Academic problems are a concerning for teens. A young person’s future usually depends on
their academic career. One of the major reasons our youth has many ‘troubled’ teenagers is the
lack of proper and healthy education. A high percentage of students drop out of high school
every year let alone pursue a college degree. This also has an impact on their professional
career and financial potential.
⮚ Mental health issues

Depression, a serious mental health condition is more and more prevalent among the youth
nowadays . According to a report by the National Institute of Mental Health, more than 15%
of teenagers may develop depression before reaching adulthood. Unfortunately, the rate at
which depression is growing among adolescents is on the increase. Some experts blame
technology for the rise in mental health problems and disorders while others point out
conditions like ‘fear of missing out’ as the culprit.
⮚ Body image and the issues around it

One of the major reasons for youth depression is the lack of self-confidence and self-
acceptance. With the increase in exposure, our society keeps modifying the meaning of what’s
socially acceptable and what’s not dynamically . Body image can be a very sensitive matter for
many growing adolescents. The concept of health and beauty can be influenced by what we
see and the growing influence of social media is an important factor in shaping these beliefs .
Teenagers may fall into the notion of socially desirable beauty standards that keep changing
every day . The gullible minds may develop insecurity and dysphoria of belonging to a certain
color, body shape, or size . Body -shaming and racism are the two most common nuances that
they have to go through .
⮚ Physical health
25.7% of young people were extremely concerned or very concerned. The statistics that show
how our youth is developing obesity and other health problems are more alarming than you
think. Lack of physical activity, unhealthy diet and an overall unsatisfactory or sedentary
lifestyle are to be blamed. Most children these days prefer watching television , playing video
games, or surfing the internet as their leisure activities instead of participating in physical
games and sports. Alongside this , fast food has become more accessible and affordable, giving
kids the option to pick up their favorite junk meal whenever they like.
⮚ Personal safety
18.6% of young people were extremely concerned or very concerned about their personal
safety and security . Teenagers can be gullible and be preyed upon online and offline by
multiple sources . Some of the most common nuances include - scamming websites , fake
profiles and pedophiles .
⮚ Family conflict
Family conflict is an inevitable part of a young adult’s life . Even with both the parents at home,
parental pressure can make the environment toxic for teens. Many successful parents put great
pressure on youngsters related to their academic careers. Parents in more sophisticated
professions that are socially looked up upon can ridicule the idea of their kid taking interest in
professions like arts , music or other uncommon streams . The constant suppression of desires
can take a nasty turn for our youth and can kill their self-confidence for life. There is also an
additional pressure of sustaining the family if the financial conditions of the caregivers are not
enough. Moreover- deaths in the family or accidents are also a pressing concern for a lot of
youngsters.
⮚ Financial security
The youth is often victimized of poverty if they fail to achieve good education or belong to a
family that has a crisis of finance. As mentioned earlier, it’s a vicious cycle that starts from a
lack of resources to afford the basic requirements, which eventually translates into the same
problems that the previous generations have faced.
Poverty doesn’t only obstruct opportunities and learning but also contributes to behavioral and
social problems. And due to a poor financial situation, it’s hard to address these issues.
⮚ Substance Abuse
Drug and alcohol abuse is not only extremely injurious to health and life-threatening but can
also cause severe impairments in the holistic development. Moving around in an intoxicated
daze can lead to irresponsible - immature behavior and catastrophic events many a times .
Poor academics, violent behavior, anti-social activities, drunk driving, and other criminal
activities are often associated with teens who take alcohol or drugs.
⮚ Peer Pressure
Technology and indulgence in social media in the current generations has surpassed many
boundaries that earlier could prevent a young adult to fall prey to. One can get intensive
exposure to another person’s life that may or may not be realistic - that it could automatically
put a lot of peer pressure of the young minds . Moreover , activities, like doing drugs, having
premature or detrimental sexual relationships, and sharing explicit photos or information on
social media due to peer pressure, are also major concerns as they lead to lifelong
consequences. Parents can help their children resist peer pressure by educating kids more about
making healthy choices and providing them with alternative responses in a composed and
reliable manner .
Review of literature-
● Rajkumari.S (2019) established a study on youth problems. Adolescence is a crucial phase
in our lives . This period is usually a naturally occurring and at the same time associated
with problems as they struggle to fit themselves in society. Irrespective of all regions, youth
face a lot of socio-cultural issues in which they cannot develop and empower themselves
properly. As they are the future stakeholders of our country, this study was conducted to
explore the problems faced by them. The study was carried out in the city Coimbatore,
Tamil Nadu. One hundred samples were randomly selected, out of which 50 girls belong
to state Tamil Nadu, and 50 girls belong to other states in the age group of 16–20 years. A
questionnaire was constructed to elicit personal information profile of the respondents. To
assess the problems of youth the “Youth Problem Inventory” by Dr. (Mrs.) M.
Verma(2010)was used. The collected data was coded classified, tabulated and statistically
analyzed using Mean, standard deviation and ‘t’ test. The findings of the present study
revealed that the adolescent girls in the age group of 16–18 years face more family,
school/college and overall problems. The family type does not have any influence on all
the domains of youth problems. The adolescent girls belonging to the state of Tamil Nadu
have more problems than the adolescent girls of other states.
● Singh (2016) studied research where college students were surveyed in context to their
gender . The purpose of the study was to examine gender differences, if any, in problems
faced by youth in adolescence with the help of Youth Problem Inventory (YPI) designed
by Mithilesh Verma. Youth Problem Inventory explores various bottlenecks experienced
by youth under four main areas namely family problems, college problems, social problems
and personal problems. 56 participants, 28 males and 28 females, were included in the study
and completed the questionnaire. Results were calculated with the help of statistical tools
like mean and t-test. The results indicated that no significant gender differences lie in family
problems, college problems, social problems or personal problems of college students.
● Kishore and Tiwari (2010) investigated Family & Social Problem of Youth where the found
that the present study examines the problems faced by adolescents in the area of family &
social life. The aim of this research is to know the influence of sex on family & social
problem faced by youth. To negate the effect of extraneous variables, sample was restricted
to students of two schools of Patna in the age ranging from 15 to 17 yrs. Sample was
selected on the basis of Incidental-Cum-Purposive Sampling Method. Data was collected
from 100 adolescents by using “Youth Problem Inventory” (YPI) of Verma M. The data
was analyzed on the basis of scoring key of YPI. Two hypotheses were formulated: (i)
Adolescent male will have more family problem than their female counterpart. (ii) Female
will show less social problem than the male adolescent. As far as family problem is
concerned most of the students were reluctant towards the over dominance by their parents.
In the area of social life both male & female felt that their economic condition determines
their social status. The article focuses on other findings as well. The researcher has
suggested some measures which will bring improvement in their family & social life.
Description of test
The Youth Problem Inventory is a self-administering Inventory for the students of 16 to 20
years of age of Hindi speaking areas to locate the problems which the students are ready to
disclose. The Inventory contains 80 statements belonging to the under mentioned 4 areas and
a number of sub-areas under each main area. The area A family problems contains item 1-14.
The area B is for school/college problems contain items 1-8. The area C is for social
problems contains items 1-5. The last area D is for Personal Problems and Over Sensitivity
contains items for 1-24.
Reliability
This Inventory is especially designed to locate problems at a particular time, in a particular
situation and also to locate only those problems which the respondents want to disclose or are
consciously aware of.
The reliability of Y.P.I. has been found only through test-retest method. Retest Areas
Reliability Coefficient was given within a short period gap ranging from 15 to 20 days to avoid
more changes in problems as the nature of problems is dynamic. .The reliability Coefficient of
Y.PI. is as follows
Area Reliability coefficient

A 0.85
B 0.86
C 0.76
D 0.81
Entire inventory 0.76-0.86
Validity
Validity coefficients of Y.PI. have been found with a number of standardized tests and also
with certain other suitable techniques as mentioned below
s.no Tests/Techniques Sample Size Validity Coefficients
1 Problem check list Dr. N. Bhagia 764 0.75

2 Adjustment Inventory Prof. H. S. Asthana 450 0.72
3 Youth Adjustment Analyser Km. Mehru D. 400 0.68
Bengali
632 0.69
Money Problem Check List
4
Affirmative answers of the question
5 720 87%
concerning coverage of problems
Applications
This Inventory was constructed for more efficient group method to identify problems of youths
and thus it is economical. The purposes of this Inventory are:
⮚ To discriminate among youths with more or less problems.
⮚ To identify exact problem area
⮚ To screen the students for counseling and personal help.
⮚ To make young people know their own problems.
⮚ To enable parents and teachers to understand their children.
⮚ To indicate differences in problems of youths and pupils of other age groups.
⮚ To indicate associated problems.
⮚ Y.PI. can also be adopted to know "adjustment' and 'anxiety' of the youths.
Method
Subject Preliminaries
Name- Xyz
Age- 21
Sex- F
Educational Qualification - Undergraduate student
Occupation- Student
Materials Required - Paper, pencil, manual, questionnaire
Rapport formation- The participant was made to sit comfortably . the participant was
engaged in informal conversation to make them feel relaxed. Once they were comfortable ,the
test was introduced .the instructions of the test was given to the participant. The participant
was ensured that the results will be kept confidential , and the queries were also taken in account
.
Instructions-
The following instruction were given to the subject-
In has been observed that even the intelligent students also do face. Some problems. These
problems can be solved by psychological means. You may be one of them. It is an attempt to
know your problems. So, give the required information about yourself truthfully and
unhesitatingly. Jot is in your own interest. The booklet contains some statements. Read them
carefully. These may be entirely true, partially true or totally untrue for you. There are three
boxes given against each statement, indicating that it is "True', Partially True' or 'Untrue
(False)'. You are required to give your response by ticking one of the three boxes against a
particular statement. If the statement is 'entirely true' for yourself, tick the box intended for
"True'. If it is 'partially true' for you, then tick the box intended for Partially True', and if the
statement is 'totally untrue' for you, tick the box intended or Untrue (False)'. Please take care
that only one box is to be checked / ticked for ach statement Be rest assured your response will
be kept strictly confidential. Make sure you give your response for each and every statement.
Precautions-
There should be no external disturbances like noise or interruptions while performing the test.
The aim of the experiment should not be revealed to reduce social desirability factor .
Administration
After building rapport with the client the subject was provided with the questionnaire and
pencil and the instructions were explained .it was made sure that instructions were clear. The
test was conducted.
Introspective report
The test contained very interesting questions , I enjoyed doing it thoroughly. I was a little
anxious in the beginning but soon I was very indulged in it
Observation report
The subject initially appeared to be anxious and nervous but soon settled in and was very
attentive and patient while performing the test.
Scoring of the test
1. Scoring pattern is as follows
True- 2 scores
Partially true- 1 score
Untrue-zero score
2. Find out total scores obtained in each sub-area, convert it into percentage
with the help of the following formula-
Scores obtained
Max. Score in the Sub area x 100
Enter raw scores and percentages in the respective cages on the back page of inventory.
3. Total scores obtained by a testee in each area are to be converted into percentile ranks,
percentile bands and stanine scores, with the help of table and enter them in respective
cages on the last page.
4. Add raw scores obtained in each area to get the maximum score obtained on the entire
inventory, convert it into percentile rank and stanine score with the help of the Tables No.
6 and 7 and enter them into the respective pages on the last page. Minimum possible score
on the entire Inventory are 160.
Result
Area Raw score Percentage Percentile Percentile Stanine interpretation

rank band score
A 11 18.3% 23 20-26 3 BELOW AVERAGE
B 13 32.5% 60 58-62 5 AVERAGE
C 5 50% 67 56-68 6 ABOVE AVERAGE
D 17 35.4% 44 43-45 5 AVERAGE
Inventory 46 28.75 39 3 BELOW AVERAGE
Interpretation and discussion

The aim of the test was - To access the youth problems of the subject. Youth problem
inventory was used for this purpose. The test was divided into 4 major areas for assessment .
further each area was divided into sub areas. The area A was family problems, which
represents problems related to the dynamics of family. it had 14 subcategories .The total score
of the subject was 11 the percentile rank was 23 and percentile band was 20-26. The score was
below average .the stanine score was 3 . this represents that family problems were not much of
a problematic factor for the subject. The area B was School/ College Problems, it had 8
subcategories entirely related to school and college level problems. The total score of the
subject here was 13, percentage was 32.5% , percentile rank was 60 and percentile band 58-
62. The stanine score was 5 , which is nearly average .this indicates average problems related
to school and college. The area C was social problems there were two subcategories . the score
of the subject was 5 the percentage is 50 percent. The percentile rank and band was 67 and 56-
68 respectively. The stanine score was 6, which indicates above average problems social
problems. The area D was personal problems and oversensitivity. , which included 9
subcategories covering 9 subtopics like illogical fear , health , depression etc. . the total score
here was 17, with percentile rank 44 and percentile band 43-45 . the stanine score was 5, which
is nearly average. The total score for the entire inventory was 46, with a percentile rank 39 and
stanine score was 3, which is below average. The maximum stanine score was in social
problems , 6 which was above average. The most problematic area for the subject is social
area. Which includes social inferiorities and social interactions.
Conclusion
The total score for the test was 46 with a percentile rank 39 and stanine score was 3, which is
below average. The most problematic area for the subject here were the social problems.
REFERENCES
Rajkumari.S(2019).A study on youth problems, Asian Journal of Multidimensional Research
(AJMR),VOLUME-8,31-39
Singh.S(2016).Problems of youth: A study of college students in context to their gender,
International Journal of Home Science ; 2(1): 18-21
Kishore.M & Tiwari.P(2010) Family & Social Problem of Youth: A Comparative Study of
Male & Female Adolescents.conference paper

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Practical File Semester 5

Submitted as a partial fulfilment for the Degree

Submitted By: Supervisor:

AMITY INSTITUTE OF PSYCHOLOGY AND ALLIED SCIENCES

Validity of the test:

Culture, Gender and Socio-economic factors

2. Dr. Shrivastav M. (2018) conducted a study on Locus of Control Contributing to

• Description of the test

Method N r Index of Reliability

Item No. Score

⮚ Self-concept is generally thought of as our individual perceptions of our

⮚ Central to Rogers' personality theory is the notion of self or self-concept. This is

Self-Concept dimensions Code no. Item Numbers

TABLE 2: Test -Retest Reliability of the self-concept Inventory

2. Make sure that you use a well sharped pencil .

Self-concept is generally thought of as our individual perceptions of our behaviour, abilities,

Social maturity with friends and family:

● You have learned how to prioritize both friends and family.

Social maturity in workplace :

Social maturity in stressful situation:

● Focus on finding a solution rather than forcing on the stressor.

RELIABILITY and validity OF TEST:

MATERIAL REQUIRED: Paper, pencil, questionnaire, manual, and stopwatch

GRAND TOTAL= 227

SCORING OF THE TEST: done according to scoring table.

⮚ Mental health issues

⮚ Body image and the issues around it

Area Reliability coefficient

s.no Tests/Techniques Sample Size Validity Coefficients

1 Problem check list Dr. N. Bhagia 764 0.75

⮚ To discriminate among youths with more or less problems.

⮚ To identify exact problem area

⮚ To screen the students for counseling and personal help.

⮚ To make young people know their own problems.

⮚ To enable parents and teachers to understand their children.

⮚ To indicate differences in problems of youths and pupils of other age groups.

⮚ To indicate associated problems.

Area Raw score Percentage Percentile Percentile Stanine interpretation

Interpretation and discussion

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